Human Impact on Ecosystems

Middle School Teacher Packet

Human Impact on Ecosystems at the Ford Rouge Factory Tour Grades 6-8 Teacher Packet with Unit Plans Funded in part with a USGBC 2009 Excellence in Green Building Education Incentive Grant

Teacher Packet Overview

For nearly one hundred years, the Ford Rouge Complex has been an icon of American innovation. Now you and your students can view an industrial marvel through the lens of environmental innovation. In this unit, you and your students will use resources, documents and photographs from the Ford Rouge Factory Tour to explore the overarching question, What role should citizens have in the restoration of an ecosystem? Students will also make relevant connections between historical and modern-day stewardship of the environment and their own lives today.

This Teacher Packet is divided into two sections: a Teacher Guide and a Unit Plan. The Teacher Guide section includes resources to complement the Human Impact on Ecosystems Unit Plan. You will find a glossary, a timeline, context-setting activities, a bibliography, curriculum links and curriculum-supporting field trip suggestions. The Unit Plan section follows this Teacher Guide and includes lesson plans, student handouts, answer keys, culminating project ideas, extension activities and review and assessment questions. If you cannot fit the whole unit into your schedule, use the lessons or activities most relevant to your needs.

This Teacher Packet promotes educational use of The Henry Ford’s Ford Rouge Factory Tour. We hope you and your students will find these resources engaging and relevant.

These resources are made possible, in part, with funding from a United States Green Building Council’s (USGBC) Excellence in Green Building Education Incentive Grant for Pre-K-12.

thehenryford.org/education | Human Impact on Ecosystems Funded in part with a USGBC 2009 Excellence in Green Building Education Incentive Grant

Contents

Teacher Guide Lesson 2 | Damage to Ecosystems

5 Glossary 25 Lesson 2 Overview

6 Timeline 28 Student Activity Sheet 2: Everybody’s Mess

7 Suggested Bibliography 31 Answer Key 2

8 Connections to National and Michigan Standards and Expectations Lesson 3 | Rebuilding an Ecosystem 9 Online/On-site Resources 33 Lesson 3 Overview

37 Student Activity Sheet 3: A Case for Change – Innovation at Unit Plan the Rouge

12 Unit Plan Overview 43 Answer Key 3

Lesson 1 | Parts of an Ecosystem Supplemental Resources

14 Lesson 1 Overview 45 Thematic Sign

17 Student Activity Sheet 1: What Is a Wetland Worth? 46 Culminating Project Ideas

22 Answer Key 1 47 Student Activity Sheet 4: Review/Assessment Questions

49 Answer Key 4

51 Credits

Funded, in part, with a USGBC 2009 Excellence in Green Building Education Incentive Grant

© 2011 The Henry Ford. This content is offered for personal and educational use through an “Attribution Non-Commercial Share Alike” Creative Commons. If you have questions or feedback regarding these materials, please contact [email protected].

Human Impact on Ecosystems | thehenryford.org/education Human Impact on Ecosystems | Teacher Guide

4 :: thehenryford.org/education | Human Impact on Ecosystems Glossary

Abiotic – elements of an ecosystem that are not, and Producer – an organism that uses energy from the sun never were, alive. to produce its own food.

Adaptation – adjustment to environmental conditions. Remediation – the process of remedying a problem.

Biotic – elements of an ecosystem that are or were Responsible manufacturing – manufacturing processes alive. that attempt to produce goods while inflicting as little harm as possible on the environment. Brownfield – a parcel of land that was used for industrial or commercial purposes and may be contaminated. Sedum – a large genus of flowering succulents.*

Consumer – an organism that must eat other organisms Superfund – the federal government’s program to to get energy. locate, investigate and clean up the worst uncontrolled and abandoned toxic waste sites nationwide; adminis- Decomposers – organisms that feed on producers or tered by the Environmental Protection Agency (EPA). consumers and return nutrients to the surrounding soil or water. Swale – a low-lying and often wet stretch of land.

Ecosystem – a group of organisms that live close to- Watershed – a region or area that drains to a particular gether and the environment in which they live. watercourse or body of water.

Food chain – how energy is passed on in an ecosystem. Wetland – land or areas (such as marshes or swamps) A food web is a collection of interrelated food chains. that are covered with shallow water or have soil saturated with moisture. Innovation – a new idea, method or device. Source: LEED certification – Leadership in Energy and Envi- * definition from Wikipedia ronmental Design certification is an internationally ** definition from www.greenworks.tv accepted green building certification.*

Living roof – a roof of a building that is partially or completely covered with vegetation and a growing medium planted over a waterproof membrane. It may also include additional layers such as a root barrier and drainage and irrigation systems.*

Orchard – a planting of fruit trees, nut trees or sugar maple trees.

Porous pavement – a paving surface that allows water to seep through to a reservoir underneath.**

Human Impact on Ecosystems | thehenryford.org/education :: 5 Timeline Environmental Milestones in the USA

1891 Forest Reserve Act passes Congress; sets aside over 17 million acres of forested land. Ford Motor Company History and Green Initiatives 1892 1,000 Londoners die due to smog. 1903 Ford Motor Company is founded. 1933 Civilian Conservation Corps formed; 2,000 1908 Henry Ford introduces the Model T. camps opened; trees planted; roads, fire towers, buildings and bridges constructed. 1913 Ford introduces a moving assembly line for auto production. 1955 The first international air pollution confer- ence is held. 1915 Henry Ford purchases 2,000 acres of marsh- land along the Rouge River in Dearborn. 1957 Increasing CO2 buildup is one surprising conclusion of Scripps Oceanographic Insti- 1917 Construction of the Rouge Plant begins. tute scientists.

1935 National Farm Chemurgic Council founded; 1970 Environmental Protection Agency (EPA) dedicated to industrial use of renewable agri- founded. cultural resources. 1980 Superfund legislation is passed by Congress 1997 Ford automotive plants first to achieve world directing the EPA to clean up abandoned environmental standard ISO 14001. toxic waste dumps.

1997 Ford and the UAW sign Rouge Viability 1990s Strong national opinion polls favor environ- Agreement to revitalize the Rouge. ment over economic development.

2000 Ford Rouge Center’s new assembly plant is 2006 Documentary film An Inconvenient Truth the centerpiece of the nation’s largest indus- opens, stimulating awareness of climate trial redevelopment project and features a change issues. living roof. 2010 BP oil spill devastates ecosystem in Gulf of 2003 Ford Motor Company Rouge Complex recog- Mexico. nized with a Leadership in Energy and Environ- mental Design (LEED) Award.

National and World Events 1939 World War II begins. 1906 Great San Francisco earthquake. 1945 End of World War II and beginning of baby 1909 First explorers reach the North Pole. boom generation.

1914 World War I begins in Russia. 1969 Neil Armstrong sets foot on the moon.

1929 U.S. stock market crashes; Great Depression 2001 9/11 Terrorists hijack planes, crashing them in begins. New York, Pennsylvania and Washington, D.C.

6 :: thehenryford.org/education | Human Impact on Ecosystems Suggested Bibliography

Easy Reader*: Van Allsburg, Chris. Just a Dream. New York: Houghton Mifflin, 1990. Albert, Richard E. Alejandro’s Gift. San Francisco: Chronicle Books, 1994. Zoehfeld, Kathleen. Ladybug at Orchard Avenue. Nor- walk CT: Sound Prints, 1996. Arnosky, Jim. Crinkleroot’s Guide to Knowing Animal Habitats. New York: Simon and Schuster Books for Young Readers, 1997. Young Teens:

Bang, Molly. Common Ground: The Water, Earth and Air Cooper, Susan. Green Boy. New York : Margaret K. We Share. New York: Blue Sky Press, 1997. McElderry Books, 2002.

Burningham, John. Hey! Get Off Our Train. New York: Doolittle, Bev and Elise Maclay. The Earth Is My Crown Publishing, 1989. Mother. Shelton, CT: Greenwich Workshop Press, 1999.

Fife, Dale H. The Empty Lot. San Francisco: Sierra Club Golio, Janet and Mike. A Present from the Past: An Books, 1991. Environmental Adventure. Santa Monica, CA: Portunus Publishing. Co., 1995. Fleming, Denise. Where Once There Was a Wood. New York: Henry Holt & Co., 1996. Hiaasen, Carl. Flush. New York: Alfred A. Knopf, 2005.

Herzog, Brad. S is for Save the Planet: A How-to-Be- Hiaasen, Carl. Hoot. New York: Alfred A. Knopf, 2002. Green Alphabet. Sleeping Bear Press, 2009. Nixon, Joan Lowery. Shadowmaker. New York: Dela- Holling, Holling C. Paddle-to-the-Sea. New York: Hough- corte Press, 1994. ton Mifflin, 1941. Thompson, Julian F. Gypsyworld. New York: H. Holt, Martin, Jacqueline Briggs. Washing the Willow Tree 1992. Loon. New York: Simon & Schuster, 1995.

O’Callahan. Jay. Herman and Marguerite: An Earth Story. Atlanta: Peachtree Publishing, 1996. * Easy Reader books can be read aloud in class as a context-setting activity or used as independent reading Parker, Steve. (1988). Pond and River. DK Eyewitness for below-grade-level readers. Books. New York: Alfred A. Knopf, 1988.

Peet, Bill. The Wump World. Boston: Houghton Mifflin, 1970.

Seuss, Dr. The Lorax. New York: Random House, 1971.

Showers, Paul. Where Does the Garbage Go? New York: HarperCollins Juvenile Books, 1974.

Human Impact on Ecosystems | thehenryford.org/education :: 7 Connections to National and Michigan Standards and Expectations

National Standards for Science Education L.EC.06.31 Identify the living (biotic) and non-living (abiotic) components of an ecosystem. Life Science L.EC.06.32 Earth and Space Science Identify the factors in an ecosystem that influence changes in population size. Science and Technology L.EC.06.41 Science in Personal and Social Perspectives Describe how human beings are part of the ecosystem of the Earth and that human activity can purposefully, History and Nature of Science or accidentally, alter the balance in ecosystems.

E.ES.07.41 Explain how human activities (surface mining, defores- Michigan Grade Level Content Expectations tation, overpopulation, construction and urban development, farming, dams, landfills and restoring natural Science areas) change the surface of the Earth and affect the survival of organisms. L.OL.06.51 Classify organisms (producers, consumers, decompos- E.ES.07.42 ers) based on their source of energy for growth and Describe the origins of pollution in the atmosphere, development. geosphere and hydrosphere (car exhaust, industrial emissions, acid rain and natural sources), and how L.OL.06.52 pollution impacts habitats and climatic change and Distinguish the ways in which consumers and decom- threatens or endangers species. posers obtain energy. E.ES.07.81 L.EC.06.11 Explain the water cycle and describe how evaporation, List examples of populations, communities and eco- transpiration, condensation, cloud formation, precipi- systems, including the Great Lakes region. tation, infiltration, surface runoff, ground water, and absorption occur within the cycle. L.EC.06.21 Describe common patterns of relationships between E.ES.07.82 and among populations (competition, parasitism, Analyze the flow of water between the components symbiosis, predator/prey). of a watershed, including surface features (lakes, streams, rivers, wetlands) and groundwater. L.EC.06.23 Predict how changes in one population might affect other populations based upon their relationships in the food web.

8 :: thehenryford.org/education | Human Impact on Ecosystems Online/On-site Resources

Online Resources Lesson 3: Rebuilding An Ecosystem—The Ford Rouge as a Case Study – The 21st Century Factory: Environmental Innovations at the Rouge http://www.thehenryford.org/rouge/ – Information about LEED certification from the United eduResources/environment3.ppt. States Green Building Council at www.usgbc.org.

– Human Impact Self-Guided Itinerary http://www. – The USGBC Green School Buildings website can be thehenryford.org/education/erb/ItineraryHumanIm- found at www.greenschoolbuildings.org/Homepage. pact.pdf aspx.

Lesson 1: Parts of an Ecosystem – More information about the green roof at the Ford Rouge Factory at http://www.greenroofs.org/index. – Information about wetlands can be found online at php/grhccommittees/290?task=view. the United States Environmental Protection Agency’s website http://water.epa.gov/type/wetlands/types_ – Ford Motor Company’s website Greener Miles, with index.cfm. information about environmental innovation, at http:// www.ford.com/innovation/environmentally-friendly. – A good resource about wetland protection under Section 404 of the Clean Water Act is the “Recognizing – Useful tools for conducting energy audits for homes Wetlands” electronic brochure at www.nao.usace.army. or schools can be found at www.energysavers.gov or mil/technical%20services/Regulatory%20branch/ www.energystar.gov. RBwetlands.asp. – Students may wish to calculate their ecological foot- – Lesson activities and the game Hydropoly can be print online. One that allows them to create an avatar found at the Michigan Sea Grant Project FLOW (Fisher- that simulates their choices. Scroll to the middle of ies Learning on the Web) website at www.miseagrant. this page: http://www.earthday.org/ and select the umich.edu/flow/index.html. Footprint tab to calculate your ecological effect on the planet.. Another useful online tool can be found at – Information about the National Wildlife Federation’s http://myfootprint.org. program for creating a Certified Wildlife Habitat™ can be found at www.nwf.org/Get-Outside/Outdoor-Activi- – “Generation G” web video about the LEED-certified ties/Garden-for-Wildlife.aspx. Sidwell School in Washington, D.C. at www.greenschoolbuildings.org/resources/vid_gen_g.aspx.

Lesson 2: Damage to Ecosystems continued... – Locate brownfield and Superfund clean up sites in your community with EPA’s Cleanups in My Community website tool at http://iaspub.epa.gov/Cleanups/index.jsp?CleanupProgram=Brownfields.

– Learn more about Superfund at the EPA at http:// www.epa.gov/superfund.

Human Impact on Ecosystems | thehenryford.org/education :: 9 Online/On-site Resources Cont.

On-site Resources/ Field Trip Enhancements

Flexing for the Future During this hands-on activity, students work together to discover the flexibility of the modern moving assembly line.

Test Drive Smart Tools Handle a “smart tool” that workers use on the factory floor and simulate steering wheel installation on a Ford F-150 pickup. Discover the connections between advanced tooling (process), skilled workers (people) and the end quality of the vehicle (product).

Environmental Scavenger Hunt Banners Be an Eco-Detective. Find these banners as you make your way through the Ford Rouge Factory Tour. Learn Eco-facts, and important moments in Eco-History, then determine the size of your Eco-Footprint!

10 :: thehenryford.org/education | Human Impact on Ecosystems Human Impact on Ecosystems | Unit Plan

Human Impact on Ecosystems | thehenryford.org/education :: 11 Unit Plan Overview Middle School

Overarching Question: What role should citizens have in the restoration of an ecosystem?

Key Concepts Abiotic Food chain/web Remediation Adaptation Innovation Responsible manufacturing Biotic LEED certification Sedum Brownfield Living roof Superfund Consumers Orchard Swale Decomposers Porous pavement Watershed Ecosystem Producers Wetland

Lessons and Main Ideas

Lesson 1 | Parts of an Ecosystem Lesson 3 | Rebuilding an Ecosystem – An ecosystem is a community of living (biotic) – Government, industry and citizens are finding inno- organisms and the non-living (abiotic) factors with vative ways to remediate brownfield and Superfund which they interact. sites as well as to protect vulnerable wetlands. – A wetland is made up of biotic factors such as – William Clay Ford Jr. had a vision to remediate the plants and animals as well as abiotic factors such Ford Rouge Factory site and, together with leading as soil, water and nutrients. green architect William McDonough, brought in- – A wetland plays an important role in storm water novative features to the Rouge, including the world’s filtration. largest living roof, porous pavement, swales and wetlands. – William Clay Ford Jr.’s vision for Ford Motor Company Lesson 2 | Damage to Ecosystems is to deliver excellent products and services while – A brownfield site is a parcel of land that was used making the world a better place through responsible for industrial or commercial purposes and may be manufacturing. contaminated. – Land that is more severely contaminated is designated as a Superfund site. Duration – The Ford Rouge Complex was designated a brown- Total 7-8 class periods (45-50 minutes each) field site due to decades of pollution and elimina- – Lesson Plans—6 class periods. tion of the site’s wetland-filtering capabilities. – Unit Project—1-2 class periods depending on project choice

Field Trip Enhancement – Ford Rouge Factory Tour (FRFT) – Local nature centers or wetlands – Download and use the self-guided itineraries that have been developed to supplement this unit plan.

12 :: thehenryford.org/education | Human Impact on Ecosystems Unit Plan Overview | Human Impact on the Ecosystem Overview

Assessment Materials – Performance assessments included with each lesson – Computer with access to Internet; digital projector plan and screen (preferred) or printed handouts of digital – Culminating Projects (see Supplemental Resources) images. – Review/Assessment Questions (see Supplemental – Sign: What role should citizens have in the restoration Resources) of an ecosystem? – Student Activity Sheet 1: What Is a Wetland Worth? – Answer Key 1 Digitized Artifacts – Student Activity Sheet 2 From the Collections of The Henry Ford—PowerPoint – Answer Key 2 slide show Human Impact on Ecosystems (the “PP” – Student Activity Sheet 3 numbers below correspond to the slide numbers on – Answer Key 3 the Human Impact PowerPoint) – PowerPoint slide show The 21st-Century Ford Rouge Factory: Environmental Innovations at http://www. Lesson 1 | Parts of an Ecosystem thehenryford.org/rouge/eduResources/environment3. – Picture of swales and wetland at FRFT PP3 ppt. PowerPoint slide show Human Impact on Ecosys- – Aerial view of Ford Motor Company Rouge Plant, tems at http://www.thehenryford.org/education/erb/ January 1948; ID# THF24040 PP4 HumanImpact.ppt. – OnInnovation.com video clips from William Mc- Lesson 2 | Damage to Ecosystems Donough interview – Aerial view of FMC Rouge Plant c.1930; ID# – Clip #15 The Rouge Plant http://www.oninnovation. THF23881 PP6 com/videos/detail.aspx?video=1192&title=The – Aerial view of FMC Rouge Plant c.1939; ID# Rouge Plant And Ford Motor Company THF23951 PP7 – Clip # 17 The Green Roof http://www.oninnovation. – Coke quenching tower; ID# THF24018 PP8 com/videos/detail.aspx?video=1194&title=The – Aerial view of Ford Motor Company Rouge Plant, Green Roof January 1948; ID# THF24040 PP9 – Plastic tub, wallpaper trough or food storage contain- – Locomotive at Cement Plant Powerhouse; ID# ers (rectangular or round deli type) THF80861 PP10 – Drill – Sedum—low growing varieties; also called stonecrop Lesson 3 | Rebuilding an Ecosystem (large demo requires six 3-inch pots; available at – Flowers outside Ford Rouge Factory Tour; ID# nurseries or garden centers) THF50004 PP12 – Growing substrate—well-draining soil such as Miracle – Flowers outside Ford Rouge Factory Tour; ID# Gro™ soil for cactus/succulents THF56671 PP13 – Fleece—1/2 yard for large demo – Living Roof at FRFT; ID# THF50020 PP14 – Naturalaire™ Cut to Fit Reusable Furnace Filter – Picture of orchard at FRFT PP15

Human Impact on Ecosystems | thehenryford.org/education :: 13 Lesson 1 | Parts of an Ecosystem

Main Ideas Materials – An ecosystem is a community of living (biotic) – Computer with access to Internet; digital projector organisms and the non-living (abiotic) factors with and screen (preferred) or printed handouts of digital which they interact. images from PowerPoint. – A wetland is made up of biotic factors such as – Sign: What role should citizens have in the restora- plants and animals as well as abiotic factors such tion of an ecosystem? as soil, water and nutrients. – Student Activity Sheet 1: What Is a Wetland Worth? – A wetland plays an important role in storm water – Answer Key filtration. Duration 2 class periods (45-50 minutes)

Key Concepts Abiotic Decomposers Producers Instructional Sequence Adaptation Ecosystem Watershed Biotic Food chain/web Wetland Engage Consumers Picture book recommendations: – S is for Save the Planet: A How-to-Be-Green Alpha- Digitized Artifacts from the Collections of The Henry bet by Brad Herzog Ford — PowerPoint slide show Human Impact on Eco- systems (the “PP” numbers below correspond to the Write or project the following definition on the board: slide numbers on the Human Impact PowerPoint) Ecosystem—a community of living (biotic) organ- Lesson 1 | Parts of an Ecosystem isms and the non-living (abiotic) factors with which – Picture of swales and wetland at FRFT PP3 they interact. – Aerial view of Ford Motor Company Rouge Plant, January 1948; ID# THF24040 PP4 – Show students the picture of the Ford Rouge Factory Tour wetland. PP3

– Ask students if they can identify what type of ecosystem is in the picture. Students may give responses such as “marsh” or “swamp,” and you may tell them that those are names of examples of different types of wetlands.

– Ask students to identify as many biotic (living) and abiotic (non-living) features as they can from the picture—things they can see or they can imagine might exist in this wetland. Examples include: plants such as reeds and cattails, birds, frogs and insects (biotic), and sunlight, air, water and soil (abiotic).

Continued...

14 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 1 | Parts of an Ecosystem Lesson 1 Overview

– Ask students where they think wetlands can be information out loud as a class. Ask the students if found. Students will probably give answers such as they have questions about the background material. near rivers and lakes or out in the country. We typically Try to avoid going beyond the scope of the background think of nature as being far apart from our vision of information, as students will be conducting their own cities and industrial areas. research in this investigation.

– Show the students the picture of the Ford Rouge – Give students 5-10 minutes to complete Part I— Factory circa 1948 PP4, and share with them that the Vocabulary Grid. Encourage them to work as a team wetland in the first picture was taken near the facto- on this section. ries that they see in the second picture. The site of the Ford Rouge Factory was once a 2,000-acre wetland – Before moving on to the next section, verify that all before Henry Ford filled in the spongy earth to build groups were able to find definitions for all of the key his factory in the early 20th century. Efforts are under vocabulary. You may wish to have groups share their way to restore a wetland ecosystem to this industrial definitions with the class. site. In Lesson 3 Rebuilding an Ecosystem, students will discover how Ford Motor Company is working to – Instruct the student groups to move on to Part repair the damage that was done to the wetlands at its II—Form and Function. In this section, they will be factory along the Rouge River near Detroit. using Internet search tools to find information that best answers the questions. If groups have more than one computer at their disposal, they may wish to have Explore multiple group members conducting searches. As a group they should discuss the information that they In this activity, students will be working in small groups find and narrow it down (merge, eliminate, summarize) to learn more about the features and functions of a to what they feel is the best possible answer, instead wetland ecosystem. They will be responsible for creat- of simply writing down the first information they find. ing a group project from a list of choices that demon- Students will likely need the remainder of class day strates their comprehension of the subject matter. one to complete this section. Collect student activity sheets as the end of the class period. Procedure: – At the beginning of class day two, students should – Post the sign “What role should citizens have in return to their groups and receive back their student the restoration of an ecosystem?” in the front of your activity sheet. As a class, discuss the following ques- classroom. Inform the students that during the course tions before moving on to the next section. of this lesson and unit on ecosystems, they should keep that question in mind. They will be asked to Discussion Questions: reflect upon that question at the end of the unit. – What is the difference between a biotic and an – Divide the class into groups of three students. abiotic factor in an ecosystem? (Groups of 2 or 4 may be acceptable.) Take the class A biotic factor is something that is or was alive (ex- to a computer lab or provide laptops so that each ample: an insect), while an abiotic factor has never group has at least one computer to use. been alive (example: water).

– Hand out copies of Student Activity Sheet 1: What Is a Wetland Worth? and read the background Continued...

Human Impact on Ecosystems | thehenryford.org/education :: 15 Lesson 1 | Parts of an Ecosystem Lesson 1 Overview

– How does energy move through a food chain/web in Explain an ecosystem? Energy moves through a food chain from the lowest to Wetlands play a vital role in the natural world through highest trophic level. The lowest level is the producer flood protection, run-off filtration, erosion protection, (almost always a plant), which gets its energy from the wildlife habitat provision, and through other com- sun through photosynthesis. The next level is a con- mercial and recreational benefits. The destruction of sumer called an herbivore, which eats the producer. wetlands by commercial/industrial, residential and Next you have a consumer called a carnivore, which agricultural development is one of the biggest threats eats the herbivore. This continues until your highest to species diversity and human health. Citizens, busi- trophic level, which is the apex predator (carnivore). nesses, government and nonprofit agencies can all work together to make wetland protection and rehabili- – What kind of adaptations do plants and animals tation a priority. have in a wetland ecosystem? Plants have adaptations that help them to survive being submerged or having their roots in saturated Extend soils—buttress roots, air-filled floating leaves and hol- low stems that transport oxygen to the roots. Wetland – Students will enjoy applying their knowledge of animals may have webbed feet for paddling, special wetlands to the game “Hydropoly: A Decision-Making fur or skin for swimming and staying warm in the wa- Game,” which can be found at the Michigan Sea Grant ter, and specific reproductive strategies or life cycles Project FLOW (Fisheries Learning on the Web) website that require water. at www.miseagrant.umich.edu/flow/U2/U2-L5.html.

– What are the characteristics of a wetland ecosys- – Students may want to extend their learning at home tem? or at school by creating a Certified Wildlife Habitat™ Hydrology—land is submerged or saturated with water through the National Wildlife Federation. Information for all or part of the growing season. Hydric soils— can be found at www.nwf.org/Get-Outside/Outdoor- have characteristics that indicate they developed in Activities/Garden-for-Wildlife.aspx. conditions where soil oxygen was limited. Hydrophytic vegetation—water-loving plants such as cattails and – Literacy Connection—students can read select chap- willows. ters from the book “Unquenchable: America’s Water Crisis and What to Do About It” by Robert Glennon to – What are the benefits of a wetland ecosystem? learn about the connection between excessive water Wetlands provide storm water filtration and improved use and wetland habitat destruction. water quality, flood protection, shoreline erosion protection, wildlife habitat and recreational opportunities. – For more information about wetlands and how they are defined and protected under Section 404 of the – Student groups should read through the RAFT Clean Water Act, students can read the “Recognizing project choices in Part III—Final Product of Student Wetlands” electronic brochure at www.nao.usace.army. Activity Sheet 1A. Groups will likely need one class mil/technical%20services/Regulatory%20branch/ period plus extra time outside of class to complete RBwetlands.asp. their product. Additional class time to prepare and/or present group projects is at the teacher’s discretion.

16 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 1 | Parts of an Ecosystem Student Activity Sheet 1

What Is a Wetland Worth? Name ......

Background Information: A wetland is a biologically diverse, critically important ecosystem in which the soil is saturated for all or part of the year. Freshwater wetlands, such as marshes, swamps and bogs, can occur along rivers and lakes or even inland in low-lying forests. Saltwater wetlands, including estuaries, saltwater marshes and sandy shoreline, occur along the coastline of oceans and seas, and serve as a transition zone between freshwater and saltwater environments. Wetlands are important features of watersheds, and usually serve as an intermediate between terrestrial (land) and aquatic (water) ecosystems.

Wetlands serve a variety of important functions that directly affect the animals that live there as well as humans who live nearby. One job that is accomplished by a healthy wetland is the filtration of storm water. Soil and pollutants that are washed down-slope during a rain event would flow unchecked into rivers and lakes if there were no wetlands to slow their travel and trap sediments. Sediments and pollutants can be very harmful to fish and other aquatic wildlife.

Wetlands are one of the most threatened ecosystems in North America. At the time of European settlers in the 17th century, the lower 48 states had roughly 220 million acres of wetlands (usgs.gov). Today, only about half of that acreage remains as wetlands. The rest has been filled in and developed for commercial, industrial and residential use. This habitat loss directly affects the species diversity of plants and animals.

In this activity, you will be exploring the features and functions of a wetland ecosystem. Your group will utilize the Internet to define key vocabulary and answer questions about wetlands. You will use this information to develop a product that depicts the value of wetland ecosystems.

Human Impact on Ecosystems | thehenryford.org/education :: 17 Lesson 1 | Parts of an Ecosystem Student Activity Sheet 1

Part I—Vocabulary Grid—Use Internet sources to define the following terms. Work together as a team to find and record these definitions.

Term Definition

Ecosystem

Producer

Consumer

Decomposer

Food chain/web

Adaptation

Biotic

Abiotic

Watershed

Wetland

18 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 1 | Parts of an Ecosystem Student Activity Sheet 1

Part II—Form and Function—Use Internet resources to find the best answers to the following questions. Information found online at the United States Environmental Protection Agency’s website (www.epa.gov/owow/wetlands/vital/ people.html) about wetlands will be helpful for questions #7-11.

1. What are some examples of biotic factors in a wetland ecosystem? ......

......

2. What are some abiotic factors in a wetland ecosystem?......

3. Find an example of a wetland ecosystem food chain:

......  ......  ...... Producer Primary (1st) Consumer Secondary (2nd) Consumer

 ......  ......  ...... Tertiary (3rd) Consumer Quaternary (4th) Consumer Top Predator

4. Energy enters the ecosystem food chain in what form? ......

......

5. What do the arrows in question #3 represent?......

......

6. What might happen to the food chain if one element were to be eliminated (by disease or habitat loss, for example)? ......

......

7. How do wetlands positively affect water quality?......

......

Human Impact on Ecosystems | thehenryford.org/education :: 19 Lesson 1 | Parts of an Ecosystem Student Activity Sheet 1

8. How do wetlands offer flood protection?......

......

9. How do wetlands protect shorelines from erosion? ......

......

10. How do wetlands provide habitat for wildlife? ......

......

11. What other benefits do wetlands offer? ......

......

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Part III—Final Product—Choose one RAFT (role, audience, format, topic) choice from the list below. If you have an idea for a RAFT project that is not on the list, talk to your teacher for project permission. Use the information gathered in parts I and II of this activity to demonstrate your comprehension of wetland ecosystems.

RAFT Project Choices

Role Audience Format Topic

Explaining how your Oil company CEO TV audience Nightly news interview company will protect coastal wetlands from effects of oil spill

Explaining types of Zookeeper Zoo visitors Podcast animals in a new wetland exhibit

Explaining how young Actor/Environmentalist Teenagers Commercial adults should help protect wetlands

Explaining what wetlands Middle school student Elementary students Coloring/activity book are and how they are important

Environmentally aware Explaining the importance Radio listeners Song singer of wetlands to our society

Media campaign to Explaining the importance of wetlands and Environmental organization Adults include billboard and bumper sticker and choice why/how they should of brochure or calendar be protected

Human Impact on Ecosystems | thehenryford.org/education :: 21 Lesson 1 | Parts of an Ecosystem Activity Sheet 1 Answer Key

Answer Key What Is a Wetland Worth? Name ......

Part I—Vocabulary Grid—Use Internet sources to define the following terms. Work together as a team to find and record these definitions.

Term Definition

Ecosystem A group of organisms that live close together and the environment in which they live

Producer An organism that uses energy from the sun to produce its own food

Consumer An organism that must eat other organisms to get energy

Organisms that feed on dead or decaying plants or animals and Decomposer return nutrients to the surrounding soil or water.

Food chain/web How energy is passed on in an ecosystem. A food web is a collection of interrelated food chains. A feature that helps a plant or animal to survive; an adjustment to Adaptation environmental conditions.

Biotic Elements of an ecosystem that are or were alive.

Abiotic Elements of an ecosystem that are not, and never were, alive

Watershed A region or area that drains to a particular watercourse or body of water.

Wetland Land that is submerged or has saturated soils for all or part of the growing season.

22 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 1 | Parts of an Ecosystem Activity Sheet 1 Answer Key

1. What are some examples of biotic factors in a wetland ecosystem? ...... Plankton, cattails, water lilies, fish, turtles, birds ...... Soil, water, air, sunlight 2. What are some abiotic factors in a wetland ecosystem?......

3. Find an example of a wetland ecosystem food chain: (other combinations are possible) Crayfish ...... Water Lily  ...... Snail  ...... Producer Primary (1st) Consumer Secondary (2nd) Consumer

 ...... Bullfrog  ...... Northern Water Snake  ...... Bald Eagle Tertiary (3rd) Consumer Quaternary (4th) Consumer Top Predator

4. Energy enters the ecosystem food chain in what form? ...... Sunlight

5. What do the arrows in question #3 represent?...... The arrows represent the flow of energy, from one organism

...... consuming another, through the food chain......

......

6. What might happen to the food chain if one element were to be eliminated (by disease or habitat loss, for example)? If one element of the food chain were to be eliminated, it would affect the balance of the entire chain. If ......

...... you lost crayfish, for example, the number of snails would likely increase (lack of ...... a predator), while the bullfrog

...... numbers would decline as they ran out of a food source......

......

7. How do wetlands positively affect water quality?...... Wetlands filter storm water runoff, removing harmful chemicals

...... and excess nutrients, and trapping sediment before it reaches a river or lake. They ...... also replenish groundwater, which provides drinking water for many people......

......

Human Impact on Ecosystems | thehenryford.org/education :: 23 Lesson 1 | Parts of an Ecosystem Activity Sheet 1 Answer Key

8. How do wetlands offer flood protection?...... Wetlands act like a giant sponge, absorbing excess water from rain and

snowmelt,...... and then slowly releasing it into nearby waterways. Wetland vegetation also...... slows down the flow of runoff and spreads it out over a larger area. These two features help lower flood height and reduce erosion from flooding......

......

9. How do wetlands protect shorelines from erosion? ...... Wetland plants hold soil/sand in place with their roots,

...... absorb wave energy and break up the flow of stream currents......

......

10. How do wetlands provide habitat for wildlife? ...... Many insects, fish, mammals and birds depend on wetlands for

...... all or part of their life cycles. Most commercial and game fish breed and raise their...... young in coastal marshes and

...... estuaries. Shrimp, oysters, clams and crabs rely on wetlands for food, shelter and breeding...... grounds. Some plants

...... and animals, such as cattails and muskrats, need wetlands to survive. Many birds raise...... their young in wetlands or use wetlands as a place to rest (migratory birds)......

......

11. What other benefits do wetlands offer? ...... Wetlands offer us many plants and animals that we use for food (blue-

...... berries, cranberries, fish and shellfish) or medicine (derived from soils and plants)...... Wetlands also offer recreational

...... opportunities such as hunting, fishing and nature photography......

......

24 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 2 | Damage to Ecosystems

Main Ideas Instructional Sequence – A brownfield site is a parcel of land that was used for industrial or commercial purposes and may be Engage contaminated. – Land that is more severely contaminated is desig- – Show students the digitized images of the Ford nated as a Superfund site. Rouge Complex at its peak in the mid-20th century – The Ford Rouge Complex was designated a brown- using the historical information found at www.thehen- field site due to decades of pollution and elimina- ryford.org/rouge/historyofrouge.aspx#numbers or the tion of the site’s wetland-filtering capabilities. PowerPoint slide show The 21st-Century Ford Rouge Factory: Environmental Innovations at http://www. thehenryford.org/rouge/eduResources/environment3. Key Concepts ppt to share with students a brief overview of the Ford Brownfield Rouge Complex. Remediation Superfund Site – Explain to students that an unintended byproduct of the early American manufacturing process was often soil and groundwater contamination as well as habitat Digitized Artifacts from the Collections of The Henry loss through ecosystem destruction. Usually this con- Ford — PowerPoint slide show Human Impact on Eco- tamination occurred because little was known about systems (the “PP” numbers below correspond to the the long-term and far-reaching effects of improper slide numbers on the Human Impact PowerPoint) waste disposal. It has only been in the last forty to fifty years that a greater scientific understanding has Lesson 2 | Damage to Ecosystems emerged about the harmful environmental effects of – Aerial view of FMC Rouge Plant c.1930; ID# poor industrial practices. Ford Motor Company is work- THF23881 PP6 ing hard to remediate and repair environmental dam- – Aerial view of FMC Rouge Plant c.1939; ID# age (as you will see in Lesson 3), but many industrial THF23951 PP7 sites, both here and abroad, are still dealing with the – Coke quenching tower; ID# THF24018 PP8 effects of destructive environmental practices. – Aerial view c.1948; ID# THF24040 PP9 – Locomotive at Cement Plant Powerhouse; ID# THF80861 PP10

Materials – Computer with access to Internet; digital projector and screen (preferred) or printed handouts of digital images. – Sign: What role should citizens have in the restoration of an ecosystem? – Student Activity Sheet 2A – Answer Key 2A

Duration 2 class periods (45-50 minutes)

Human Impact on Ecosystems | thehenryford.org/education :: 25 Lesson 2 | Damage to Ecosystems Lesson 2 Overview

Explore Discussion Questions: In this activity, students will be working in small groups to learn more about the damage that can occur to – What is the difference between a brownfield and a ecosystems through poor industrial placement or prac- Superfund site? tices. Students will be creating a short presentation A brownfield and a Superfund are both sites which for the class about a Superfund site in their county or have suffered contamination from industrial or com- state. mercial practices. A brownfield has lower levels of contamination than a Superfund site. Procedure: – How does the government get involved in the – Divide the class into groups of three or allow stu- cleanup of contaminated sites? dents to choose their own group. Take the class to a The cleanup of brownfield sites is mostly regulated computer lab or provide laptops so that each group by state environmental agencies. The U.S. EPA can has at least one computer to use. provide technical assistance or tax incentives for the cleanup costs. Superfund site cleanup protocols are – Hand out Student Activity Sheet 2A: Everyone’s established under federal law—the Comprehensive Mess and read the background information out loud Environmental Response, Compensation and Liability as a class. Explain to them that in this activity they will Act of 1980. The law authorizes the EPA to identify the determine the number of brownfield and Superfund parties responsible for the contamination and com- sites in their community, region or state. They will then pel them to clean up the site. If a responsible party select a unique Superfund site for further research. cannot be identified, the EPA takes responsibility for (Due to the nature of the federal legislation concern- cleanup, which is paid by a government trust fund. ing Superfund site cleanup, more detailed information exists for these sites than for brownfields.) If there are – What role do businesses play in cleanup efforts? not enough county Superfund sites to allow one for In brownfield remediation, businesses usually take each group, you may decide to let groups choose sites responsibility for the cleanup if they have a plan for in nearby counties. redevelopment. In a Superfund cleanup, businesses are required to clean up the site if the EPA finds them – Instruct student groups to begin working on Part I— to be the responsible party. Gathering Information. After completion of the table and questions, groups should move on to Part II. If – How can citizens get involved in cleanup efforts? time is limited, groups should discuss which type of vi- Citizens can make a big difference in cleanup efforts sual aid they will be creating and completing as home- by drawing attention to the pollution and applying work. They should be prepared to give a short (5-min- public pressure on the businesses and government to ute) presentation the next day in class with either a “do the right thing.” Businesses are often motivated by poster or slide show with 3-5 images with labels. public perception.

– Class Day Two will be dedicated to group presentations. If the teacher feels it is appropriate, additional class time may be given to presentation preparation.

– After presentations are finished, discuss the following questions as a class.

26 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 2 | Damage to Ecosystems Lesson 2 Overview

Explain

Damage to ecosystems through industrial contamination is an ongoing problem for our society. Once we know of the impairment to the benefits of the affected ecosystem, as well as the long-lasting effects on human communities, cleanup of polluted sites is in everyone’s best interest.

Extend

– Students may wish to investigate laws at the federal, state and local level concerning development on wetland ecosystems. Some examples of federal laws include the Clean Water Act, the National Environmen- tal Policy Act and the Endangered Species Act.

– Students can apply their concern for the environment by researching whether their school has an environmental mission statement or environmental policies concerning the construction of new school buildings. A team of students might push for the adop- tion of an environmental mission statement or policies and make a presentation to the administration and school board.

Evaluate

Student responses on the activity sheet, responses to discussion questions and group presentation serve as the evaluation for this lesson. If desired, extension projects can be assigned for further assessment.

Human Impact on Ecosystems | thehenryford.org/education :: 27 Lesson 2 | Damage to Ecosystems Student Activity Sheet 2

Everybody’s Mess Name ......

Background Information: An ecosystem is made up of a community of living organisms and the abiotic factors, such as sunlight, water and soil, that support them. Ecosystems have immense value to their inhabitants as well as to humans who directly and indirectly benefit from the features and functions of the system. Unfortunately, humans, both past and present, don’t always return the favor. Through improper waste disposal and poor land management, businesses and industries have caused and contributed to ecosystem pollution and destruction.

The federal government, through the United States Environmental Protection Agency (EPA), works with state and local governmental agencies to identify and clean up contaminated industrial sites. These sites are usually designated as either a brownfield or Superfund site, depending on the severity of the contamination, with a brownfield being the less contaminated of the two. The level of hazardous waste or pollution necessary to qualify a site for Superfund status is more uncommon but carries such an extensive impact that cleanup is regulated by federal law.

In this activity, you will be working with a partner to investigate the brownfield or Superfund sites in or near your community. You will be creating a short presentation about your chosen Superfund site to give to your class.

Part I—Gathering Information

1. Use the EPA’s “Cleanups in My Community” website tool at http://www.epa.gov/cleanup/whereyoulive.htm.

2. Once you have navigated to this screen, you can create a cleanup map by selecting the box for “all cleanups” under Step 1 and then enter your city, county or ZIP code under Step 2. Click on “map it” and after a moment or two a county map will appear.

3. On the county map you will probably see dots of different colors that represent contaminated sites. If you place the cursor over a dot, the name of the site will appear. On the right hand side of your screen is a list of all sites in the map region.

4. Locate the borders of your county (dashed brown line) by clicking and dragging the map.

5. How many brownfield sites (orange dot) are located in your county? ......

6. Give the name and address of a brownfield site in your county: ......

......

7. How many Superfund sites (red dot) are located in your county? ......

8. Give the name and address of a Superfund site in your county: ......

......

28 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 2 | Damage to Ecosystems Student Activity Sheet 2

9. Select a Superfund site for further research. Check with your teacher to make sure that no other group has already chosen this site. After you have clicked on the name of the site, a new screen will appear with the company name located at the top. Click on “Superfund NPL” and a progress profile will appear. In the gray box to the right titled “More Details” click on “More In-Depth Site Details.” Use the information on this page to complete the table below.

10. Superfund Site Data Table:

Category My Site

Name of company (past and present)

Address

What was manufactured?

What are the pollutants?

What is contaminated?

Size of contaminated area

Cleanup progress

Future cleanup

Contact person and phone number

Human Impact on Ecosystems | thehenryford.org/education :: 29 Lesson 2 | Damage to Ecosystems Student Activity Sheet 2

11. Is this site near waterways such as rivers or lakes or wetlands? ......

12. How might humans be affected by the pollution at your selected site? ......

......

Part II—Presentation

Use the information gathered above to create a short presentation for the class. You need to create some type of visual aid for your presentation such as a poster or PowerPoint slides. Use an image search to find pictures of your selected site or company if available. Pictures of the actual or representative ecosystem that would be affected by the contamination would be appropriate as well. Make sure that your presentation includes the information in the table as well as your responses to questions #11 and #12. Include additional information if desired.

30 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 2 | Damage to Exosystems Answer Key 2

Everybody’s Mess Name ...... Answer Key

Part I—Gathering Information

1. Use the EPA’s “Cleanups in My Community” website tool at http://www.epa.gov/cleanup/whereyoulive.htm.

4. Locate the borders of your county (dashed brown line) by clicking and dragging the map.

5. How many brownfield sites (orange dot) are located in your county? ...... Answers will vary

6. Give the name and address of a brownfield site in your county: ...... Answers will vary

......

7. How many Superfund sites (red dot) are located in your county? ...... Answers will vary

8. Give the name and address of a Superfund site in your county: ...... Answers will vary

......

Human Impact on Ecosystems | thehenryford.org/education :: 31 Lesson 2 | Damage to Exosystems Answer Key 2

10. Superfund Site Data Table: Example

Category My Site

Name of company XYZ Landfill, Inc. (past and present)

123 W. Outer Beltway Address Anytown, MI 12435

What was It was a licensed state disposal facility — residential, commercial, other wastes, manufactured? possibly accepted liquid hazardous waste

What are the Inorganics — lead, copper, cyanide, chromium, VOCs — tetrachloroethane, pollutants? chlorofluorocarbons, benzene, toluene, xylene compounds and others

What is Groundwater and soil contaminated?

Size of Landfill = 37.6 acres contaminated area Study area = 800 acres

Landfill was capped and fenced; gas vents installed; township installed additional Cleanup progress municipal wells; air stripper is running to treat contaminated water

Future cleanup Cleanup ongoing

Bill Smith, Remedial Project Manager Contact person and U.S. EPA phone number (312) 555-1000

11. Is this site near waterways such as rivers or lakes or wetlands? ...... Yes, approximately 2 miles from the Grand River.

12. How might humans be affected by the pollution at your selected site? ...... Since the landfill was fenced, contact with the contaminated soil has been minimized. The greatest risk for exposure is through people drinking con- ......

...... taminated groundwater brought up by a well......

32 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 3 | Rebuilding an Ecosystem — The Ford Rouge as a Case Study

Main Ideas – Student Activity Sheet 3A – Government, industry and citizens are finding innova- – Answer Key tive ways to remediate brownfield and Superfund – PowerPoint slide show The 21st-Century Ford Rouge sites as well as to protect vulnerable wetlands. Factory: Environmental Innovations at http://www. – William Clay Ford Jr. had a vision to remediate the thehenryford.org/rouge/eduResources/environ- Ford Rouge Factory site and, together with leading ment3.ppt green architect William McDonough, brought in- – PowerPoint slide show Human Impact on Ecosys- novative features to the Rouge, including the world’s tems at http://www.thehenryford.org/education/ largest living roof, porous pavement, swales and erb/HumanImpact.ppt. wetlands. – OnInnovation.com video clips from William Mc- – William Clay Ford Jr.’s vision for Ford Motor Company Donough interview is to deliver excellent products and services while – Plastic tub, wallpaper trough or food storage contain- making the world a better place through responsible ers (rectangular or round deli type) manufacturing. – drill – Sedum—low-growing varieties; also called stonecrop Key Concepts (large demo requires six 3-inch pots; available at Innovation Porous pavement nurseries or garden centers) Living roof Responsible manufacturing – Growing substrate—well draining soil such as Miracle LEED certification Sedum Gro™ soil for cactus/succulents Orchard Swale – Fleece—1/2 yard for large demo – Naturalaire™ Cut to Fit Reusable Furnace Filter

Digitized Artifacts from the Collections of The Henry Ford — PowerPoint slide show Human Impact on Eco- Duration 2 class periods (45-50 minutes) systems (the “PP” numbers below correspond to the slide numbers on the Human Impact PowerPoint)

Lesson 3 | Rebuilding An Ecosystem—The Ford Rouge as a Case Study

– Flowers outside Ford Rouge Factory Tour; ID# THF50004 PP12 – Flowers outside Ford Rouge Factory Tour; ID# THF56671 PP13 – Living Roof at FRFT; ID# THF50020 PP14 – Picture of orchard at FRFT PP15

Materials – Computer with access to Internet; digital projector and screen (preferred) or printed handouts of digital images from PowerPoint. – Sign: What role should citizens have in the restoration of an ecosystem?

Human Impact on Ecosystems | thehenryford.org/education :: 33 Lesson 3 | Rebuilding an Ecosystem Lesson 3 Overview

Instructional Sequence Explore

Engage In this activity, students will be learning more about the innovative changes that were made to the Ford Write or project the following quote on the board: Rouge Factory in Dearborn, Michigan. Students will watch a PowerPoint that illustrates these environmen- “A good company delivers excellent products and tally conscious changes as well as some OnInnovation. services. A great company does all that and strives com video clips from an interview with Ford Rouge to make the world a better place.” architect William McDonough. The culminating project — William Clay Ford Jr. of this activity is the hands-on creation of a green roof model. Ask students to answer the following two questions in their science notebooks after reading the quote: Procedure:

1. Do you agree or disagree with the premise of the – Hand out copies of Student Activity Sheet 3A: A quote, that it is a responsibility of business and indus- Case for Change—Innovation at the Rouge. Read the try to “make the world a better place”? Support your background information out loud as a class. Ask stu- view. dents if they have any questions about the background 2. Do you as a consumer feel that you have a duty to material. support sustainable businesses with your purchases, even if those products and services are more expen- – Using a classroom computer and video projector sive as a result of responsible manufacturing? Support or a classroom set of computers with headphones your view. (for listening to the interviews), show students the PowerPoint slide titled 21st-Century Ford Rouge Fac- – As a method of surveying the class, give each stu- tory: Environmental Innovations found at http://www. dent two small sticky notes to cast their “votes” as to thehenryford.org/rouge/eduResources/environment3. whether they agree or disagree with the above ques- ppt and have them answer the corresponding questions. tions in Part I—Changes at the Rouge on the Student Activity Sheet. – On the board (or on poster board prepared in advance), write out each question with an area below – After the students have finished the slide show ques- labeled “agree” and “disagree”. tions, show them the selected clips from the William McDonough interview from www.OnInnovation.com. – Ask students to come up to the board and place Students should answer the corresponding questions their sticky notes in the area below each question that from Part II—Interview with an Innovator on the corresponds to their viewpoint. Student Activity Sheet.

– Once all sticky notes are placed, ask a couple – Upon completion of Parts I and II, students may be students from each response group to share their asked to share their thoughts on the changes made viewpoint and supporting opinion with the class. to the brownfield factory site at the Ford Rouge, by answering the following discussion questions. – After discussion, allow students to move their sticky note to the other column if the discussion persuaded them to change their mind. Continued...

34 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 3 | Rebuilding an Ecosystem Lesson 3 Overview

Discussion Questions: – Part III—Building a Green Roof Model is an activity that can be modified according to the number of – How have environmental attitudes changed since the students, cost of supplies and teacher goals. It can be early 20th century? implemented as a large-scale classroom demonstra- In the last 100 years, scientists have learned more tion or a small-group hands-on project. The post- about the harmful effects of certain chemicals on the activity questions and outcomes will work for either human body. As this information has become more type of setup. available to the general population, people have become more concerned about releasing harmful pol- – Several days ahead of time, start purchasing/ac- lutants into the air, water and soil, where people may cumulating the supplies needed for this activity (see come into contact with them. People also know more Student Activity Sheet 3A for complete list). To limit now about the lasting damage to ecosystems and how teacher/school costs, you can encourage students to that impacts us, both physically and economically. bring in some supplies of their own such as deli containers and fleece, which they may have at home. – Do you think that Henry Ford would have been able to build the Rouge where he did in current times? – If conducting this activity as a small-group hands-on It is very unlikely. With passage of the Federal Water project, students should be in groups of three or four. Pollution Control Amendments in 1972 and the Clean Supplies should be handed out, and students can Water Act of 1977, the practice of draining or fill- construct their model according to the procedure on ing wetlands for industrial development was severely the student activity sheet. If conducting this activity as restricted. The site of the Ford Rouge Factory is too a large-scale demonstration, students can still assist great of a size (2,000 acres) to allow development in with the construction of the model, and they can be current times. assigned the measurement/calculations and post- activity questions in small groups. – How can the innovative changes that William Clay Ford Jr. and William McDonough brought to the Rouge be a model for other businesses? Continued... Other businesses can look at the changes implemented at the Rouge and actually see the benefits. In business they say that money talks, and there is no disputing that the green roof and natural water filtration systems save millions of dollars over a more conventional storm water treatment facility.

– How can their model of environmental innovation inspire you at home and at school? Many of the innovations at the Rouge can be down- scaled and implemented at home or at school. While it may not be possible to install a green roof or wetlands, individuals can plant a rain garden to filter storm water before it flows into storm drains or drainage ditches. Other practices such as water conservation, energy conservation and recycling can easily be implemented at home or school.

Human Impact on Ecosystems | thehenryford.org/education :: 35 Lesson 3 | Rebuilding an Ecosystem Lesson 3 Overview

– Upon completion of the post-activity questions, Extend students should share their answers with the class to facilitate a discussion about the purpose of a green – A good resource to show the students how green roof and the motivation behind the green roof installa- innovation can be implemented at school is the web tion at the Ford Rouge Factory in Dearborn, Michigan. video “Generation G” about LEED certification at the new middle school at Sidwell Friends School in Wash- – Teacher info: One of the reasons that sedum was ington, D.C. This can be found by navigating through chosen for the green roof at the Ford Rouge is be- the U.S. Green Building Council’s website (www.usgbc. cause it is a succulent that can grow in shallow org) or www.greenschoolbuildings.org/resources/vid_ substrate with limited water (succulents store water in gen_g.aspx. This nine-minute video can give students their leaves), which reduces the amount of weight on a sense of purpose and empowerment in shaping the roof. Unlike grass, it does not have to be mowed environmental decisions and policy. After viewing this since it grows low and out, instead of up. Even though video, students may wish to develop a plan for energy a sedum roof is lighter than one planted with grass, savings at their school, which they could present to the the steel roof under the green roof at the Ford Rouge school board. still had to be designed to support a greater load than a traditional non-green roof. If a school wanted to de- – Students may wish to calculate their ecological foot- sign a green roof for its school building, it would likely print online. One that allows them to create an avatar have to be reinforced or a new-build to ensure that the that simulates their choices. Scroll to the middle of substructure could support the load. Your school main- this page: http://www.earthday.org/ and select the tenance department can probably provide information Footprint tab. Another useful online tool can be found of the load capacity of your current roof. Additional at http://myfootprint.org. After students complete information about green roofs can be found at: the comprehensive quiz, they can investigate steps to – http://www.facilitiesnet.com/Roofing/article/Green- reduce their impact. Students may be motivated to Roof-Tips-Roof-Structure-and-Maintenance--10075 create an online or print campaign to convince their – http://www.environmentalleader. peers to minimize their ecological footprint. com/2010/08/10/tips-for-selecting-the-right-green- roof-design/ – http://www.thedailygreen.com/living-green/defini- Evaluate tions/green-roof Student responses to activity and discussion questions, as well as the green roof model analysis, serve Explain as the assessment for this lesson.

Environmental innovations like those implemented at the Ford Rouge Factory are creating a resource for other corporations that wish to remediate contaminated brownfield or Superfund sites and operate in a sustainable manner. As citizens of our planet, students can support these efforts by learning more about the companies with which they do business.

36 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 3 | Rebuilding an Ecosystem Student Activity Sheet 3

A Case for Change—Innovation at the Rouge Name ......

Background Information: In the previous lesson, you learned about contamination from industrial sites that has damaged ecosystems. Designation of these locations as either brownfield or Superfund sites allows for coordinated efforts between businesses and conservation agencies to clean up pollutants that remain as well as to rebuild the damaged ecosystem. In the case of wetland ecosystems, much of the damage has been caused by decisions made decades ago to fill in or drain the wetland in order to build upon the site for industrial or commercial purposes.

In the case of the Ford Rouge Factory, which sits on 2,000 acres of former wetland near the Rouge River in subur- ban Detroit, Henry Ford likely did not fully understand the impact of filling in the wetland to build his auto factory. After decades of soil contamination from the disposal of waste created by steel production, as well as flooding and drainage issues, the site was designated a brownfield. Ford Motor Company, under the leadership of William Clay Ford Jr., has begun to rectify the problem by implementing innovative changes at the Ford Rouge Factory not only to remediate the ecosystem but to produce a product with a greater amount of sustainable materials. The Ford Rouge Factory Tour, which showcases the world’s largest green roof, living lab tour through wetlands and an orchard, a LEED-certified visitor center and an ergonomically designed truck assembly line, allows the public to see firsthand how an industry leader tackles the issue of brownfield remediation and responsible manufacturing.

Human Impact on Ecosystems | thehenryford.org/education :: 37 Lesson 3 | Rebuilding an Ecosystem Student Activity Sheet 3

Part I—Changes at the Rouge—Watch the PowerPoint slide show The 21st-Century Ford Rouge Factory: Environ- mental Innovations at http://www.thehenryford.org/rouge/eduResources/environment3.ppt and answer the following questions.

1. Innovations at the Rouge involve ways of better managing the ...... ,

...... , ...... and ......

2. The green roof at the Rouge covers ...... acres.

3. What are the four layers of green roof composed of?......

......

4. Besides the green roof, what are some other innovations at the Rouge for managing water? ......

......

5. How are scientists cleaning up the soil at the Rouge?......

......

6. Describe one way that daylight and air are being managed at the Rouge? ......

......

38 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 3 | Rebuilding an Ecosystem Student Activity Sheet 3

Part II—Interview with an Innovator William McDonough

1. William McDonough: Clip #15 “The Rouge Plant” (length 5:48) http://www.oninnovation.com/videos/detail. aspx?video=1192&title=The Rouge Plant And Ford Motor Company

A. What was the guiding principle of the Rouge Plant redevelopment?......

......

B. How did William Clay Ford Jr. and William McDonough define the goal for quality soil?......

......

C. By installing features such as the living roof, porous pavement, wetlands and swales, how much money did Ford Motor Company save over installing a traditional storm water treatment facility?

......

D. According to McDonough, this project required what four traits?

......

2. William McDonough: Clip #17 “The Green Roof” (length 3:51) http://www.oninnovation.com/videos/detail. aspx?video=1194&title=The Green Roof

A. The living roof at the Ford Rouge is composed of what plant? ......

B. List four of the benefits of the living roof at the Ford Rouge:

......

C. What surprised McDonough about the living roof project at the Ford Rouge? ......

......

Human Impact on Ecosystems | thehenryford.org/education :: 39 Lesson 3 | Rebuilding an Ecosystem Student Activity Sheet 3

Part III—Building a Living Roof Model

Materials (small-group setup): – Deli container (pint-size) or reusable storage container (such as Gladware™)—one per group – Naturalaire reusable furnace filter (cut to size) or styro- foam packing peanuts – Fleece (cut to size) – Miracle Gro™ cactus/succulent soil (well-draining)—1 or 2 cups per group – Sedum plant—3” pot—1 per group – Ruler or measuring tape – Digital scale – Sharp object for poking holes in bottom of container (such as a compass point) (Note: A photo demonstration of how to build this model can be found at http://www.thehenryford.org/education/erb/MakeaGreenRoofModel.ppt)

Procedure:

�� 1. Study the diagram of the living roof at the Dearborn Truck Plant. Observe the four layers of the living roof, and read about the purpose of each layer.

�� 2. Assemble materials as listed above.

�� 3. Carefully use compass point to poke four or five small holes in the bottom of your deli container. This will allow water to drain out the bottom.

�� 4. Cut out a piece of furnace filter to fit the bottom of the deli container. If using packing peanuts, arrange a 1” layer on the bottom of your container.

�� 5. Cut out a piece of fleece to fit your container. Place it on top of the filter.

�� 6. Pour approximately 1” of soil on top of the fleece. Remove the sedum plant from the pot and shake any loose soil off of the roots. Place the sedum on top of the soil and press gently down to secure the roots. Add additional soil if needed to cover the roots. (Leave some space at the top of the container for adding water later.)

�� 7. Use the digital scale to find the weight of your completed model to the nearest ounce. Divide this measurement by 16 to find the weight in pounds. Round to the nearest tenth of a pound and record this value in the data table.

Continued...

40 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 3 | Rebuilding an Ecosystem Student Activity Sheet 3

�� 8. Calculating the surface area of your model: – If the top of your container is a circle, use your ruler to measure the diameter of the container to the nearest quarter of an inch. (Convert this answer to a decimal value; example 4 ¾ becomes 4.75.) Divide this number by 2 to get the radius of the circle. Use the formula A= πr² to calculate the surface area of the container. Record this value in the data table. – If the top of your container is a rectangle, use your ruler to measure the length and width of the top to the nearest quarter of an inch. (Convert this answer to a decimal value; example 4 ¾ becomes 4.75.) Use the formula A= l x w to calculate the surface area of the container. Record this value in the data table.

�� 9. Divide the weight of your model by the surface area to calculate the PSI (pounds per square inch) of your model. PSI is a standard system for comparing roof weight and pressure in the United States. Record this value in the data table.

�� 10. Simulate a rainstorm on your roof by watering the model with 1-2 cups of water (pour gently so as not to disrupt the soil). Wait several minutes to give excess water a chance to drain off. Don’t forget to hold your model over a sink or place a collection container beneath it to catch runoff!

�� 11. Repeat steps 7-9 to calculate the PSI of your roof model after a rainstorm. Record your values in the data table.

Lab Extensions: – Measure the water before and after the “rainstorm” to quantify the amount of water retained by the roof for the roots of the sedum. – Create “polluted” water by adding silt or mud to the water before watering and collecting the runoff to observe the filtering effect of the green roof. – Collect data long term to gauge the water needs of the sedum and the weight of the roof over time. Remember that sedum prefers full sunlight, so the containers should be placed near a classroom window with ample sunlight.

Data Table:

Roof Conditions Weight (lbs.) Surface Area (inches) PSI

Dry

Wet

Human Impact on Ecosystems | thehenryford.org/education :: 41 Lesson 3 | Rebuilding an Ecosystem Student Activity Sheet 3

Post-Activity Discussion Questions:

1. How were the layers of your living roof model similar to the layers of the living roof at the Ford Rouge? ......

......

2. How did the sedum work in the same manner as plants in a wetland? ......

......

3. What changes would you like to make to your model? ......

......

4. How could the innovations at the Ford Rouge Complex be implemented at your home or school on a smaller scale? ......

......

42 :: thehenryford.org/education | Human Impact on Ecosystems Lesson 3 | Rebuilding an Ecosystem Activity Sheet 3 Answer Key

Answer Key A Case for Change—Innovation at the Rouge Name ......

1. Innovations at the Rouge involve ways of better managing the ...... water , soil daylight fresh air ...... , ...... and ......

2. The green roof at the Rouge covers ...... 10.4 acres.

3. What are the four layers of green roof composed of?...... The top layer of the green roof is composed of crushed

...... shale, sand, peat, compost and dolomite. The next layer is made of an absorbent fleece...... The third layer is a porous

...... drainage layer and the final layer is a plastic membrane that prevents water from leaking...... onto the roof.

4. Besides the green roof, what are some other innovations at the Rouge for managing water? ...... Porous pavement, wetlands and swales ......

...... Phytoremediation is the process by which plants and 5. How are scientists cleaning up the soil at the Rouge?......

...... trees are planted to clean up the soil with their root systems......

6. Describe one way that daylight and air are being managed at the Rouge? ...... Examples: air replacement and

...... cooling, large glass monitors (windows) and energy-efficient glass......

Human Impact on Ecosystems | thehenryford.org/education :: 43 Lesson 3 | Rebuilding an Ecosystem Activity Sheet 3 Answer Key

Part II—Interview with an Innovator

1. William McDonough: Clip #15 “The Rouge Plant” (length 5:48) http://www.oninnovation.com/videos/detail. aspx?video=1192&title=The Rouge Plant And Ford Motor Company

A. What was the guiding principle of the Rouge Plant redevelopment?...... The guiding principle was to build a

...... “quality workplace.” ......

B. How did William Clay Ford Jr. and William McDonough define the goal for quality soil?...... The goal was for “chil-

...... dren to be able to play in the dirt” and be safe......

C. By installing features such as the living roof, porous pavement, wetlands and swales, how much money did Ford Motor Company save over installing a traditional storm water treatment facility?

...... They saved somewhere between 17-35 million dollars......

D. According to McDonough, this project required massive amounts of what four traits?

...... hope ...... creativity

...... teamwork ...... leadership

2. William McDonough: Clip #17 “The Green Roof” (length 3:51) http://www.oninnovation.com/videos/detail. aspx?video=1194&title=The Green Roof

A. The living roof at the Ford Rouge is composed of what plant? ...... sedum

B. List four of the benefits of the living roof at the Ford Rouge: Four from the following

...... makes oxygen ...... creates habitat

...... accrues solar energy ...... absorbs particulates

...... cools building in summer and warms in winter ...... shunts the wind load

C. What surprised McDonough about the living roof project? .He...... was surprised that birds started nesting within 5

...... days and by how light the roof was (only seven pounds per square foot)......

......

44 :: thehenryford.org/education | Human Impact on Ecosystems What role should citizens have in the restoration of an ecosystem?

Human Impact on Ecosystems | thehenryford.org/education :: 45 Human Impact on Ecosystems | Culminating Project Ideas

These projects are designed as opportunities for students to demonstrate their learning and their response to the overarching question for this unit, “What role should citizens have in the restoration of an ecosystem?” Consider introducing these projects at the beginning of the unit so that students can gather information along the way.

Choose the project option or options that best fit your class’s needs:

Online Individual Project Media Campaign

Select a topic from one of the unit’s three lesson plans for further study. Use online resources to learn more about the issue, and develop a plan for a persuasive media campaign. Inspire your fellow students to make a change that leads to a positive impact on our environment. This campaign should include multiple, diverse products, such as a brochure, bumper sticker or billboard, newspaper article/editorial, podcast and/or video PSA.

Off-Line Individual Project Survey

Design a survey to assess your fellow students’ attitudes about the environment. Conduct your survey during aca- demic downtime such as in the cafeteria at lunch or in the school foyer before or after school. If you would like to survey adults as well, another good forum for administering your survey would be at a school sports event or parent- teacher conferences. Survey questions should be written in either a “yes or no” or “strongly agree—agree—neutral/no opinion—disagree—strongly disagree” format. Sample survey questions:

– It should be illegal to build on a wetland of any size.

– Hunting and fishing should not be allowed in any wetland.

– The government should encourage consumers buying from environmentally friendly businesses by offering rebates or tax incentives.

– Private property owners should have the right to do what they want with their land, including filling in a wetland.

Off-Line Group Project Design a Board Game

Reuse an old game board to design a new, improved version of the game from an environmental standpoint. Games such as Candy Land or Monopoly, with a “path” to follow and “draw-a-card” format, are good choices to modify. Stu- dents should be encouraged to decorate the board, design new game pieces, and rewrite the cards and instructions. Once each group is finished with its new board game, groups can trade and play each other’s games.

46 :: thehenryford.org/education | Human Impact on Ecosystems Review/Assessment Questions | Human Impact on Ecosystems Student Activity Sheet 4

Human Impact on Ecosystems Name ......

1. What are some of the biotic and abiotic features of an ecosystem? ......

......

2. How does energy flow through an ecosystem’s food chain/web? ......

......

3. What are the beneficial functions of a wetland? ......

......

Human Impact on Ecosystems | thehenryford.org/education :: 47 Review/Assessment Questions | Human Impact on Ecosystems Student Activity Sheet 4

4. What are the similarities and differences between a brownfield and a Superfund site? ......

......

5. What type of site is the Ford Rouge Factory, and how did it become contaminated? ......

......

6. What environmental innovations were implemented at the Ford Rouge Complex to address contamination, wetland destruction and employee health?

......

7. How can the environmental innovations at the Ford Rouge Factory serve as a model for other businesses in the United States and abroad?

......

48 :: thehenryford.org/education | Human Impact on Ecosystems Review/Assessment Questions | Human Impact on Ecosystems Activity Sheet 4 Answer Key

Answer Key Human Impact on Ecosystems Name ......

Biotic features of an ecosystem include all 1. What are some of the biotic and abiotic features of an ecosystem? ...... things that are or once were alive. Biotic organisms in a wetland ecosystem, for example, would include plankton; ...... insects such as dragonflies, crayfish and small reptiles; nesting birds; mammals such as otters and muskrats, and ...... plants such as cattails and reeds. Abiotic features are things that are not, nor have ever been, alive. This would ...... include air, water, soil and sunlight......

......

2. How does energy flow through an ecosystem’s food chain/web? ...... Energy enters an ecosystem food chain

...... from the sun. Plants, which are called producers, capture this energy from sunlight...... during photosynthesis and use

...... it to make glucose, which is a form of stored energy. Consumers eat the plants and...... eventually get eaten by other

...... consumers, which passes the stored energy up the chain. The final consumer, also...... called a top predator or apex

...... consumer, eats prey that represents all of the energy of the chain or web below it......

......

3. What are the beneficial functions of a wetland? ...... Wetlands positively affect water quality by filtering storm water

...... runoff and replenishing groundwater. Wetlands also offer flood protection, shoreline...... erosion protection, wildlife

...... habitat, plants and animals for human food and medicine, and recreation......

......

Human Impact on Ecosystems | thehenryford.org/education :: 49 Review/Assessment Questions | Human Impact on Ecosystems Activity Sheet 4 Answer Key

4. What are the similarities and differences between a brownfield and a Superfund site? ...... Brownfield and Super-

...... fund sites are both industrial, commercial or agricultural sites that are contaminated...... from past or present use. A

...... brownfield has a lower level of contamination than a Superfund, and its cleanup is...... not regulated by the federal government like a Superfund site......

5. What type of site is the Ford Rouge Factory, and how did it become contaminated? ...... The Ford Rouge Factory is

...... a brownfield site. It mainly became contaminated from wastes from steel production...... (polyaromatic hydrocarbons).

......

6. What environmental innovations were implemented at the Ford Rouge Complex to address contamination, wetland destruction and employee health?

...... To address contamination, Ford has planted native plants and an orchard. These plant...... and trees will break down harmful chemicals with their roots. The green roof on the Dearborn Truck Plant at the Ford Rouge also addresses ...... contamination issues, since the sedum filters harmful pollutants from storm water runoff on the roof. Porous pave- ...... ment on site also filters storm water, which reduces the risk of runoff polluting the Rouge River nearby. To replace ...... the damaged ecosystem at the Rouge site, Ford has rebuilt wetlands and created swales to filter storm water and ...... provide wildlife habitat. Animals such as insects, birds, frogs and small mammals can be seen living in this new ...... habitat. To promote employee well-being, Ford has added more natural lighting and better ventilation and heat- ...... exchange......

7. How can the environmental innovations at the Ford Rouge Factory serve as a model for other businesses in the United States and abroad?

...... Ford serves as a role model by showing that environmental innovations, such as the...... green roof, can actually save

...... a company money over traditional practices. Other companies will also emulate their...... practices if they can demon-

...... strate that consumers are eager to buy vehicles that are more environmentally friendly,...... even if the sticker price is slightly higher......

50 :: thehenryford.org/education | Human Impact on Ecosystems Credits

The Henry Ford sincerely thanks the following individuals who contributed to the development of the environmental science Teacher Packets for the Ford Rouge Factory Tour.

Unit Plan Development Community Advisory Committee Susan Tate Peggy Matta Education Consultant for The Henry Ford Architect and Green Schools Committee Chair, Detroit Chapter, USGBC Teacher Guide Development Ian Tran Mary Wyatt Student Leader, University of Michigan-Dearborn Associate Curator of Education, The Henry Ford Christy Gayheart Teacher, Mount Pleasant Schools, Review Edits Adjunct Instructor, Central Michigan University Dorothy Ebersole Senior Curator of Education, The Henry Ford Jason Artero Adjunct Instructor, Central Michigan University Catherine Tuczek Curator of Education, The Henry Ford Cynthia Jones Manager, Ford Rouge Factory Tour, The Henry Ford Digitization of Artifacts supplementing the Unit Plans Project Direction: Concept, Strategic Focus, Final Re- Jim Orr view of Edits of Content and Unit Organization Image Services Specialist, Benson Ford Research Center, The Henry Ford Paula Gangopadhyay Director of Education, The Henry Ford Photography Project Director, USGBC Excellence in Green Building Rudy Ruzicska Education Grant Photographer, The Henry Ford Michelle Andonian Photographer, Michelle Andonian Photography

Human Impact on Ecosystems | thehenryford.org/education :: 51